17th National Choral Conference, Princeton, New Jersey, September 27–29, 2012

Domecq Smith

Domecq Smith is organist and director of music at historic St. John Roman Catholic Church in Orange, New Jersey. A recipient of “Meet the Composer” grants, his works for organ and brass are published by MorningStar Music. A graduate of Peabody Conservatory and Manhattan School of Music, he is currently a DMA candidate in music education at Rutgers University, New Brunswick.

The 16th National Choral Conference’s theme was “Rekindling Music Together: Finding Our Common Voice.” The American Boychoir, host for this conference since its inception in 1987, is an uncommon group of voices, trained and shaped year-round into one of the world’s premier choral organizations. The choir’s excellence has been a feature of and inspiration for participants of past conferences, with featured clinicians leading the choir in open rehearsals, culminating in a final concert. This year, Fernando Malvar-Ruiz, director of the American Boychoir, intentionally loosened the bolts of the choir’s former exhibitionary modus a bit as displayed in previous conferences, and allowed a special glimpse into the artistic process of the American Boychoir.
While attending a choral conference, one usually has opportunities to observe open rehearsals of a featured choir that has been thoroughly prepared in the days leading up to the conference’s opening. Featured clinicians in this instance usually deal with interpretive considerations of the repertoire and perhaps less with the processes that brought the choir to that point. The same conditions exist in the typical masterclass. Those attending at least two of the last National Choral Conferences prior to Malvar-Ruiz’s appointment as director have witnessed the American Boychoir at a typical high level of choral polish at the onset of the conferences. In planning this conference, however, Malvar-Ruiz decided to open a new chapter in the history of this conference. “If you want to hear a polished choir, you could just go to a concert,” he explained in stating his intentions for this conference. “What we are interested in is not result but process.”
So with a leap of artistic faith, the 16th National Choral Conference afforded participants the rare opportunity to witness in open rehearsals the choir in a state of process towards final result. The repertoire selected for the conference was still in varying states of progress, according to Malvar-Ruiz, who admitted to attendees of the conference prior to the first open rehearsal that the boys were “a little nervous.” Open rehearsals are not new to the choir—choir rehearsals are open to prospective families who are considering their boys for the school. Open rehearsals of the sort described above on the national stage, however, represent a new philosophy for the conference.
For some choral directors, it would have been easier to have pulled thoroughly prepared works from off the shelf. Instead, participants of this conference were offered something more. After signaling to the choir that the rehearsal was to begin, Malvar-Ruiz wasted no time in outlining his objectives. “Here are my goals for these pages, boys: good diction, great phrasing, great tone.” Malvar-Ruiz in rehearsal operates with ease and camaraderie with the boys, yet firmly remains on task in achieving the goals set before the choir. It is a unique equilibrium between ease and objective that makes for a buoyant atmosphere within his rehearsals.
Malvar-Ruiz was appointed Litton-Lodal Music Director of the American Boychoir in July 2004. Since then, he has toured with the choir to 30 states and Canada. A widely sought-after guest conductor, lecturer and clinician, Malvar-Ruiz served as artistic director and guest conductor for the 2005 World Children’s Choir Festival in Hong Kong. He is a native of Spain with degrees from the Real Conservatorio Superior de Música in Madrid and Ohio State University.
Malvar-Ruiz compares his first opportunity conducting the American Boychoir (then under the leadership of Jim Litton) to being “handed the keys to a Ferrari.” Participants at this conference had the opportunity to hear “the Ferrari” in the garage with its hood up. The “garage” for this occasion was the Main Hall of Albemarle, the former Georgian mansion and summer home of pharmaceutical giant Gerard B. Lambert of Listerine® fame, and now home of the American Boychoir School. The acoustical intimacy and proximity of choir to audience made for an ideal setting for Malvar-Ruiz’s approach.
At one point during the rehearsal, Malvar-Ruiz had the choir sing a vocal line in imitation of individual orchestral instruments in order to determine what overall timbre would be best suited for the work. At times, the Ferrari’s performance did not possess its usual finesse; yet for those interested in how artistic ends are met, this modus of rehearsal was informative, at times even intriguing. Busy at work with the choir, Malvar-Ruiz was not the least apologetic in publicly tuning up his Ferrari—he seemed to relish the opportunity. In fact, he was already anticipating this new approach at the conclusion of the last conference held on the campus of the University of New Jersey in Ewing when he was the associate music director of the American Boychoir (see “The 15th National Choral Conference,” The Diapason, January 2004). According to Robert Rund, President of the American Boychoir School, there was a desire for the present conference to dissolve professional barriers and allow for the confirmation that there are more similarities among the work of those in the profession than differences. “We knew it was going to be a different National Choral Conference than we ever produced,” Rund said. “We run the risk of being the elitist choir . . . we’re all going through some kind of process and I think we can share commonalities regardless of what one’s product ultimately is.”
Similar to the last conference, “interest sessions” were offered dealing with different areas in the profession. For the last two conferences, participants had to choose between some offerings at the expense of others, a difficult task, owing to their informative content. This year, however, the schedule was arranged so that all sessions would be available. The topics included “Making an audition tape,” “Teaching across the curriculum,” “Sure-fire warmups,” and “Developing the changing voice.”
A keynote address was offered on each day of the conference. On day one, Dr. Judy Bowers of Florida State University spoke on “Advocacy for Music,” in which she traced the history of choral music in America up to the present, along with her convictions concerning choral advocacy in what was for many of the participants a lively, informative, and at times entertaining address.
Dr. Helen Kemp, Professor Emerita of Westminster Choir College, delivered the second keynote address, “Children’s Choirs: Commonality within diversity,” espousing her philosophies of “body, mind, spirit, voice: it takes the whole person to sing and rejoice.” An artist held in tremendous affection by many in the choral world, Kemp’s remarks represented the result of seventy-plus years in the profession, spanning the evolutionary periods of 20th-century American choral music.
Dr. Anton E. Armstrong of St. Olaf College is no stranger to the National Choral Conference, having been a featured clinician in the 14th conference as well as an alumnus of the American Boychoir School. “I’ve always said it—this is what lit my fire for choral singing,” says Armstrong in describing his experience as an upperclassman in the school. Participants of this conference did not have the opportunity to observe Dr. Armstrong lead the American Boychoir in rehearsal as at the 14th conference, which perhaps represents a watershed in the history of the conference (see Robert E. Frye’s documentary “Body, Mind, Spirit, Voice,” www.americanboychoir.org).
Conference participants themselves were led by Dr. Armstrong in a reading session of select choral repertoire. In addition, Dr. Bowers and Dr. Kemp participated in these sessions. It is remarkable to observe how contrasting choral directors achieve their results at the podium, especially when the works under consideration are to be read only once, usually in quick succession. In the quiet authority of Dr. Armstrong, the almost uncontainable energy of Dr. Bowers, or the sheer radiance of Dr. Kemp (who could perhaps conduct entirely with her facial expression alone if made to), participants were exposed to contrasting conducting styles and philosophies as well as a diverse cross-section of choral music.
Fred Meads, a recent addition to the American Boychoir staff, is head of vocal pedagogy. From him the boys now receive individual instruction in voice in addition to their regular choir rehearsals. A pedagogical technique of his was demonstrated in the interest session “surefire warm-ups” led by Malvar-Ruiz. In this session, boys from the school demonstrated some of their vocal warm-ups in conjunction with the use of individual hand-held mirrors. The mirrors are used to confirm visually if proper positions of the mouth are being used in order to produce the desired sound. American Boychoir accompanist and assistant director of music Dr. Kerry Heimann served as congenial accompanist and master of ceremonies throughout the conference.
If this conference was concerned with process, then naturally the final concert would be concerned with result. The results were heard in the acoustically opulent Miller Chapel on the campus of Princeton Seminary, an ideal “sonic frame” in which to set off the culmination of the choir’s work. In his greeting to the audience, Malvar-Ruiz began, “We almost have a choir.” Despite his remark, the audience did have a choir and the choir did not disappoint. For artistic process to be capable of arriving at the definitive desired objective is debatable. Yet for some, the journey is what makes the trip worthwhile and not necessarily the final destination itself.
Malvar-Ruiz describes the typical choral concert as merely being “a collection of songs” and wishes to expand beyond a model that in his opinion has run its course. “The next big step in my development as a musician is to embrace the paradigm of a choral ensemble in a 21st-century reality, a 21st-century society, a 21st-century culture. It’s a wonderful challenge.” It is a challenge that will certainly result in new processes and a new journey. 

 

John Bishop

Fiction in film

George Clooney has built quite a reputation for himself. His good looks, coy smile, and impressive acting skills have gained him millions of fans through his portrayal of Dr. Doug Ross in the television series ER, and he has starred in many movies. He has won a slew of awards, and he’s the only person to have been nominated for Academy Awards in six different categories. But ask him to do a Boston accent, and he’s just another goofball. In the film The Perfect Storm, Clooney played the tough and ambitious captain of a fishing boat based in Gloucester, Massachusetts. The tale was exciting and suspenseful, until the major characters were sitting quietly in a bar talking amongst themselves. When they tried to imitate the distinctive Bostonian “R’s” and “Aaaa’s,” all of us sitting in Boston theaters hooted. 

It was the same in Mystic River, in which Sean Penn and Laura Linney played a vindictive couple in Charlestown, Massachusetts. I once sat next to Laura Linney at a dinner at Brown University (I’ll not forget that blue suede dress), and I can tell you that in person she’s pretty special (and especially pretty), but in the film, her Boston accent was terrible, and Sean Penn’s was worse. Wendy and I lived in Charlestown at that time. It was fun to see our local neighborhoods and the building we lived in on the silver screen, but we never met anyone in town who spoke like that.

§

Dustin Hoffman was terrific in The Graduate playing a young man seduced by the wife of his father’s business partner, and in All the President’s Men, he was the epitome of an aggressive, ambitious investigative journalist. But he’s no choral conductor.

Hoffman stars in the 2014 film Boychoir. His character is Master Carvelle, the imperious musical director of an exclusive boychoir school, patterned closely after the renowned American Boychoir School in Princeton, New Jersey. The fictional National Boychoir Academy is placed in New Jersey, and occupies a bucolic campus with faux-Gothic buildings. All of the boys in the fictional choir (except one, the character Stet) are played by actual members of the American Boychoir, and the daily routines of rehearsals, academics, and recreation in the two schools, both fictional and non-fictional, are very similar. 

But in those scenes when Master Carvelle is rehearsing the choir, the fiction is blatant. Hoffman probably imagines that he’s imitating a conductor’s downbeat. I’m sure he watched lots of conductors on film and had expert coaching, but each time he raised a baton, I smirked like a teenager. It’s worse than Clooney’s Boston accent. And as the choir sings, Carvelle struts about among them, shouting inspirational phrases, while his prig of an assistant, Drake, beats time with his chin high in the air. There can be no conductor alive with chops enough to lead an exclusive choir who would stand for an assistant beating time for even one second. What Hoffman’s Carvelle does get right is the persona of a strict teacher, who understands the responsibility of nurturing and caring for unusual talents. His dedication to the choir is complete.

As the film starts, we meet a boy named Stet, whose mother is an alcoholic prostitute, living near poverty in a tough small town in Texas. The principal of his school, Mrs. Steele (played by Debra Winger), recognizes that while Stet is a serious troublemaker, he has a special musical gift, and she arranges for the National Boychoir to perform at her school. She tells Carvelle of Stet’s gift and he agrees to audition him, but Stet takes one look and bolts. In the same sequence, Stet’s mother is killed in a traffic accident. We meet his father, Gerard, at the funeral—a wealthy venture capitalist whose brief fling made him an unwilling father, but Mrs. Steele convinces him to take Stet to the school in New Jersey. Gerard doesn’t want the story known, and Mrs. Steele has him firmly by his weakness.

Carvelle insists that they don’t accept students who are unprepared, but Gerard’s able checkbook convinces the school’s brassy headmistress (Kathy Bates) to accept Stet over Carvelle’s objections. She even makes a comment about waiting for the check to clear. You can imagine the struggle as the story continues. Stet is an outcast with no family, while the other boys are privileged and wealthy.¹ There is plenty of competition, jealousy, and backstabbing among the boys, but in the end, Stet’s talent carries him to get the big solos, infuriating his chief rival in the choir.

Movie fiction brings about all sorts of impossibilities. Stet is about to sing a solo in a concert at Woolsey Hall at Yale (yup, the very place!), and as he’s stepping on to the stage, he learns that Carvelle isn’t conducting the performance.² You’d think a choir would know in advance who would be conducting. The choir wins a coveted concert in New York at the Riverside Cathedral (humph!). At that climactic concert, Stet sings a descant to Handel’s “Hallelujah Chorus,” including a string of high Ds that surpassed the impossible high Cs in the aria in Donizetti’s La Fille du Régiment that earned Luciano Pavarotti the sobriquet “King of the High Cs.” Really, a descant?  Phooey—hokum! At least they got the key correct.

 

Truth among fiction

Now that I’ve proven I’m a musical snob, there’s lots about Boychoir that’s wonderful. How thrilling for us who work hard in church music to see a feature film devoted to an aspect of our work. There are many moments of lovely singing (goofy conducting notwithstanding), and the story of Stet’s struggle, and his ultimate realization that he really wants to be at the school, and really wants to learn to sing, was touching and inspiring. The inevitable clashes between Carvelle and Stet were poignant and moving. And when Stet happened on Carvelle playing Rachmaninoff’s Prelude in C# Minor (on the stage in empty Woolsey Hall), we learned that Carvelle had been an aspiring pianist studying at Juilliard, but his goals were crushed by a teacher telling him he had no talent. The scene reminds us that Dustin Hoffman really is a wonderful actor.³

 

The real McCoy

Herbert Huffman was one of the earliest graduates of the Westminster Choir College, a choral conductor, and minister of music at Broad Street Presbyterian Church in Columbus, Ohio, when he heard the Vienna Boys Choir and dreamed that the United States might be home to such an ensemble. He founded the Columbus Boychoir School in 1937, to provide exceptional training for talented young boys, building character and providing a first-class education. The school grew quickly, and the choir gained national prominence within a few years. They sang with major symphony orchestras, made recordings, and in 1945, performed in New York City’s Town Hall.

John Finley Williamson founded the Westminster Choir at Westminster Presbyterian Church in Dayton, Ohio, in 1920, and founded the Westminster Choir School in 1927. Like the Columbus Boychoir, the Westminster Choir quickly gained national prominence, touring Europe and the United States, singing for presidents, and singing with the Cincinnati Symphony Orchestra under the direction of Leopold Stokowski in the first coast-to-coast radio broadcast. The school moved to Ithaca College in New York in 1929, expanding the curriculum to become a four-year program offering a degree of Bachelor of Music. The move to Ithaca allowed the choir to travel easily by train to the major northeast cities, where they were in high demand.

Charles Erdman (1866–1960) was a Presbyterian minister, a professor at the Princeton Theological School, and moderator of the General Assembly of the Presbyterian Church in the United States of America. He continued to live in Princeton after his retirement in 1936, and it was his vision that Princeton should be developed as a center for choral music. He was instrumental in bringing both the Westminster Choir College and the Columbus Boychoir School to Princeton,⁴ establishing permanent homes for two of the country’s great musical institutions.

 

The commuting director

James Litton was appointed full-time organist and director of music at St. Bartholomew’s Church in New York in 1982, succeeding Jack Ossewaarde. William Trafka became assistant organist to Litton at St. Bart’s in January of 1985. In the summer of 1985, Jim Litton was offered the directorship of the American Boychoir. Jim met with Thomas Bowers (rector at St. Bartholomew’s) and Stephen Howard (president of the American Boychoir School), and they worked out a scheme having Jim cut back to half-time at St. Bart’s, while assuming the directorship at ABS. William Trafka’s job became full time, and over thirty years later, Trafka is still director of music at St. Bart’s. 

Jim Litton commuted between the positions in New York and Princeton for ten years. He left St. Bart’s in 1995 and retired from the ABS in 2001. During his tenure with the school, the choir sang over a hundred performances with the New York Philharmonic under Kurt Masur, including Beethoven’s Ninth Symphony and Missa Solemnis, Bach’s St. John Passion, a Christmas special with the Boston Pops under John Williams, and they made a recording of Christmas music with Jessye Norman at Ely Cathedral. Jim was an adviser during the filming of Boychoir, and in the scene with the Woolsey Hall concert, it was pure delight to see him sitting in the audience next to Dustin Hoffman.

After seeing Boychoir, I invited Jim for lunch. We spent a couple nice hours together, and it was fun to hear his stories about working and traveling with the American Boychoir. He spoke of the responsibility of providing such a specialized education to talented children, and how exciting it was to grow with the choir, performing around the country and the world. I subsequently learned that during his tenure Jim led more than “2,000 concerts in 49 states and 12 nations.” What an impressive legacy.

 

Nurturing the gift

In some ways, the boys of the fictional National Boychoir Academy are just boys. But we can tell they’re a little smarter than average because the pranks they pull on each other are especially savage and hurtful. We watch the small community of young boys working hard on academics and taking their musical studies and performances very seriously. The school administrators face disciplinary issues, fight among themselves, and try to balance their own musical aspirations to the needs of their students. Wooly, a young teacher played by Kevin McHale, cares deeply about the boys as he leads them in rehearsals and ear training sessions, and offers them advice as they navigate from one challenge and crisis to another.

The choir arrives at Riverside (Cathedral) in their snazzy bus for their long-coveted New York debut and goes through customary warm-ups under Drake’s haughty direction. Just before they’re to enter the church, Carvelle sits side-saddle on a folding chair in front of them, and using the softest tone and expressions of the entire film, delivers a pep talk to the young singers. He acknowledges that the career of the boy soprano is short, just one or two years at the highest level, and he refers to their gifts as a mystery. “You wake up one morning and it’s not there anymore. Some of you will become altos, some of you will become baritones, some of you will become dentists.” He goes on to say that whatever you choose to do, there will be other gifts, and whatever they are, you must nurture them.

A few days after the triumphant concert (with the tacky descant), Stet is standing alone in the school’s gymnasium singing random notes and looking concerned, realizing that his voice is changing. He confides in Wooly, saying he thought he would have had more time and wondering if he might be a good alto. Wooly responds with a beautiful statement about artistic gifts, “You’ll never sing like you did. That voice wasn’t yours to keep. You borrowed it for a little while, and then it went somewhere else.”

Great music-making is about what the musician has to offer to the listener. Whether you’re singing, playing the organ, or any other instrument, you honor your audience by caring for your talent, nurturing it, and sharing it freely.

The career of a boy soprano is one of the shortest in music, but every artistic gift is just that, a gift. Some musicians take their gifts for granted and assume that everything good is coming their way. You know the type? I’m talking about the person who whines that everyone else gets the good gigs. I’m talking about the person who laughs at someone else’s innocent question. I’m talking about the person who assumes everyone knows how great he is. Facebook is a great revealer of the petulant musician.

 

Backstage backstabbing 

New York’s Metropolitan Opera is the largest performing arts institution in the world with hundreds of musicians on staff and many hundreds more in technical and administrative departments. Its annual budget is over $300,000,000. It may be the most prestigious stage in the world, with more than 200 performances of opera each year. While most musicians savor the privilege of performing there and delight audiences with their grace as well as their musical talents, others use it as a stage for monumental collapses of dignity.

Joanna Fiedler (1945–2011) was the daughter of Arthur Fiedler, the legendary leader of the Boston Pops Orchestra. She wrote a memoir about her father, Arthur Fiedler: Papa, the Pops, and Me. She served as director of public relations for the National Symphony, was editor of program books for the New York Philharmonic, and from 1975 until 1989, she was chief press liaison for the Metropolitan Opera. I am just finishing reading her 2001 book, Molto Agitato: The Mayhem Behind the Music, a scathing, gossipy tattle about the ugly side of artistic temperaments. Jealousy, rage, vindictiveness, and even murder pepper the pages of this colorful book.

Internationally renowned stars bicker among themselves, set each other up for falls, and fling temper fits when they feel they’re not getting their way. One well-known singer changed and cancelled rehearsals, banned certain conductors from working with her, even demanded that other singers not look at her, to the extent that the Met’s general manager fired her from a production and cancelled all of her upcoming engagements, all this from a talented and beautiful woman with an agile and clear voice. Dustin Hoffman’s Master Carvelle could have given her a stern talking to about nurturing her gifts and her responsibility toward her audiences.

 

Carrying the torch

Perhaps I’ve been a little hard on the Hollywood stunts in Boychoir—it’s unseemly to be the one snickering in the audience because you know a little more about the subject than those around you. (Although when Wendy and I saw Boychoir in a theater near home, an esteemed colleague organist was sitting behind us!) I’m grateful that the creative powers in Hollywood thought enough of the concept of the exclusive choir to dig into the subject. I have no sense that the movie was a great success. While the film has done well in Canada and overseas, here at home it opened in a limited number of theaters, played for just a few weeks, and vanished for more than a year until I was finally able to purchase a DVD. 

I know I’ve been something of a spoiler, telling so much of the story here, but I promise I haven’t given away the ending. For anyone in the field of the performing arts, Boychoir is worth a viewing. It’s easy to find online. Maybe you’ll agree with me that there’s a hokey factor—after all, giving a good downbeat is a particular and unique skill. But the positive takeaway about the importance of caring for a musical gift and the importance of carrying oneself with dignity and humility is very well taken. Dustin Hoffman may not portray a performing musician well enough to convince a performing musician, but he plays a mighty strong mentor. ν

 

Notes

1. The boys in the American Boychoir School are from varied backgrounds, and according to James Litton, most have received significant financial aid.

2. The fictional performance is conducted by the actual conductor of the ABS, Fernando Malvar-Ruiz.

3. Dustin Hoffman is also quite a pianist. Jim Litton relates that Hoffman himself played the Rachmaninoff prelude during filming.

4. The Columbus Boychoir School was renamed the American Boychoir School
in 1980.

Brian F. Gurley

Brian F. Gurley is director of music and organist at the Cathedral of the Immaculate Conception in Albany, New York. He currently serves as membership chair of the Conference of Roman Catholic Cathedral Musicians.

The Conference of Roman Catholic Cathedral Musicians (CRCCM) met in Kalamazoo, Michigan, January 8–11 for its thirty-fifth annual gathering. Thomas Fielding, director of liturgy and music at Saint Augustine Cathedral, designed and directed the gathering with help from Francis Zajac, director of liturgy and music emeritus at the cathedral; the support staff of the cathedral; and the CRCCM steering committee: Michael Batcho, director of music, Cathedral of Saint John the Evangelist, Milwaukee, Wisconsin; Teri Larson, director of music and arts, Basilica of Saint Mary, Minneapolis, Minnesota; Ezequiel Menendez, director of music and organist, Cathedral of Saint Joseph, Hartford, Connecticut; Joseph Balistreri, coordinator of music ministries, Archdiocese of Detroit, and director of music, Cathedral of the Most Blessed Sacrament, Detroit, Michigan; Crista Miller, director of music and organist, Co-Cathedral of the Sacred Heart, Houston, Texas; and Christoph Tietze, director of music and organist, Cathedral of Saint Mary of the Assumption, San Francisco, California; with Gerald Muller, Leo Nestor, and James Savage, advising.

 

Monday, January 8

Conference participants gathered at Saint Augustine Cathedral for Vespers.  Reverend Thomas McNally, Vice Rector of the Cathedral, celebrated Vespers, and liturgical music was provided by Thomas Fielding and the Cathedral Choir. Choral music included Unto Us is Born a Son, arranged by David Willcocks; Christmas Lullaby by John Rutter; Tollite hostias by Camille Saint-Saëns; Awake and Arise and Hail the New Morn by Fielding; O Virgin Theotokos, Rejoice by Roman Hurko; Transeamus usque Bethlehem by Josef Ignatz Schnabel; Gesu Bambino by Pietro Yon; and Magnificat by Giuseppe Pitoni. Francis Zajac welcomed all conference participants and gave a thorough history of the cathedral, including its various renovation projects.

Saint Augustine Cathedral was dedicated in 1951. It was designed in the Gothic Revival style by Ralph Adams Cram of Boston and originally served as a parish church in the Diocese of Lansing. In 1970, Pope Paul VI created the Diocese of Kalamazoo from portions of the Dioceses of Lansing and Grand Rapids, at which time Saint Augustine Church was consecrated the diocesan cathedral of Kalamazoo. The cathedral is home to a three-manual, forty-two-rank Nichols and Simpson organ of 2002.

Following dinner in the cathedral hall, all of the participants introduced themselves. New members and first-time conference participants for 2018 included: Adam Brakel, director of music, Saint James Cathedral, Orlando, Florida; Bruce Croteau, director of liturgy, Saint James Cathedral, Orlando; Felipe Delsart, director of the polyphonic choir and adjunct organist, Metropolitan Cathedral, Buenos Aires, Argentina; Terri Dunn, conductor at Saint Michael’s Choir School, Toronto, Ontario, Canada; James Grzadzinski, director of music and organist, Cathedral of Saint Raymond Nonnatus, Joliet, Illinois; Mark Loria, principal organist, Cathedral Basilica of Saints Peter and Paul, Philadelphia, Pennsylvania; Bruce Ludwick, director of music and organist, Cathedral of Saint Paul, Birmingham, Alabama; Matthew Meloche, director of sacred music, Cathedral of Saints Simon and Jude, Phoenix, Arizona; Andrew Motyka, director of archdiocesan and cathedral liturgical music, Archdiocese of Indianapolis, Indiana; Charles Nolen, director of music and liturgy, Cathedral of Saint Andrew in Grand Rapids, Michigan; Richard Siegel, assistant organist, Cathedral of Saint Raymond Nonnatus, Joliet, Illinois; and Richard Skirpan, Cathedral of Saint Patrick, Harrisburg, Pennsylvania.

 

Tuesday, January 9

On Tuesday morning, conference participants gathered for Morning Prayer at the cathedral. Prelude music was performed by David Jonies, associate director of music, Holy Name Cathedral, Chicago, Illinois. Jonies played Sonata No. 2 in D Minor, opus 60, movements 2 and 3, by Max Reger. Thomas Fielding played all service music for Morning Prayer, as well as Procession by William Mathias for postlude.

Following Morning Prayer, Reverend Bradley A. Zamora, director of liturgy and instructor in the Department of Liturgy and Music, Mundelein Seminary, Mundelein, Illinois, delivered a keynote address on the spirituality of the cathedral musician. Fr. Zamora exhorted conference participants to maintain active prayer lives, since cathedral musicians are to be disciples. He also reminded his audience of the distinction between “working for Mass” and “attending Mass” and described his own spiritual enrichment whenever he attends Mass “as a parishioner” in the assembly.

Prior to his appointment at Mendelein Seminary, Fr. Zamora served as associate pastor and director of liturgy at Holy Name Cathedral in Chicago. Formerly a parish music director, he maintains active membership in the National Associations of Pastoral Musicians, the Federation of Diocesan Liturgical Commissions, and the Patron of the Arts in Vatican Museums.

Following the keynote address, conference participants turned to the first of two CRCCM business meetings. Christoph Tietze, chair of the steering committee, led the business meeting and described the nomination and election processes for new members of the steering committee. Scott Eakins, treasurer, presented the financial status of the organization. Brian Gurley, membership chair, discussed the ongoing efforts to involve new cathedral musicians in CRCCM, and Marc Cerisier proposed technological options for much needed modernization and automation of membership initiations and renewals.

After lunch, conference participants then gathered at the Waldo Library Rare Book Room of Western Michigan University in Kalamazoo. Elizabeth C. Teviotdale, assistant director of the WMU Medieval Institute, delivered a lecture, “The Illustration of the Music of Christian Worship in the Middle Ages and Renaissance.” Teviotdale presented a fascinating array of illuminated chant manuscripts and offered possible theological, liturgical, and musical interpretations of the illuminations as paired with their antiphons and feasts. She also called attention to a trend in manuscript illuminations, in which they became less detailed and less obviously religious in nature. This trend probably resulted from an increase in the number of illuminations carried out by lay tradesmen and women rather than religious monks and nuns. Following the lecture, conference participants were able to view selected illuminated manuscripts in the Medieval Institute Library.

Elizabeth Teviotdale received her Ph.D. in art history from the University of North Carolina at Chapel Hill, and her main research interests are early medieval Christian liturgical manuscripts and their illumination, as well as the history of collecting.

Conference participants returned to the Radisson Hotel for a composers reading session. The reading session is a forum in which conference participants have the opportunity to sing through new compositions from their colleagues.

Conference participants then moved to Saint Augustine Cathedral in the evening for a choral concert performed by the choir, Audivi. Works included Advent Responsory by Richard Marlow; Steh Auf by Christoph Demantius; The Holly and the Ivy, arranged by Reginald Jacques; Lo, how a Rose e’er blooming, arranged by Michael Praetorius; Ave Maria by Robert Parsons; Tota pulchra es à 12 by Heironymous Praetorius; Gloria and Sanctus from Mass for Double Choir by Frank Martin; Once in Royal David’s City, arranged by Arthur Henry Mann; Sanctus from Missa Et ecce terræ motus by Antoine Brumel; Away in a manger, arranged by David Willcocks; A Spotless Rose by Herbert Howells; In the Bleak Midwinter by Gustav Holst; Magnificat by Arvo Pärt; Good Christian friends, rejoice, arranged by Charles Winifred Douglas; Hymne à la Vierge by Pierre Villette; and Silent Night, arranged by Malcolm Sargent. Audivi is a professional vocal ensemble founded in 2013 and based in Detroit. The ensemble specializes in lesser-known Renaissance choral music, but also performs choral music from all eras (www.audivi.net). For this performance, Audivi was under the direction of guest conductor Kimberly Dunn Adams, assistant professor of music and director of choral activities at Western Michigan University in Kalamazoo. The concert was presented as part of the Sacred Music at the Cathedral concert series of Saint Augustine Cathedral.

 

Wednesday, January 10

On Wednesday morning, conference participants traveled to South Bend, Indiana, for a day trip to the University of Notre Dame. Once on campus, Paul Thornock conducted an open choral rehearsal in the Gail L. Walton Rehearsal Room of the Coleman-Morse Building. The rehearsal repertoire included Sicut cervus and Sitivit anima mea by Giovanni Pierluigi da Palestrina; Come, let’s rejoice by John Amner; and Abendlied by Josef Rheinberger.

Following the open rehearsal and lunch on campus, conference participants gathered in the newly constructed O’Neill Hall for a lecture given by Peter Jeffery, who discussed chant and psalmody in the reformed [post-Conciliar Roman Rite] liturgy. Jeffery spoke about the relationship between Gregorian psalm tones and various vernacular adaptations (e.g., Anglican chant, Gelineau and Guimont psalm tones, and Meinrad psalm tones). He proposed the increased usage of psalmody in Christian sacramental preparation. For example, psalm refrains—set to music and relevant to any of the Sacraments—could be taught to children and adults. Upon completion of their formation, the candidates and assembly together could sing the psalm refrains as acclamations within the celebration of the particular sacrament.

Peter Jeffery holds the Michael P. Grace Chair in Medieval Studies and is professor of musicology and ethnomusicology at the University of Notre Dame.  He earned his Ph.D. in music history from Princeton University and received a “Genius Award” Fellowship from the John D. and Catherine T. MacArthur Foundation (1987–1992).

O’Neill Hall is the new home of the University of Notre Dame’s Department of Music, the Sacred Music Program, the Music Library, and new recital and rehearsal spaces. It is part of Notre Dame’s Campus Crossroads Project.

Following the lecture, conference participants enjoyed free time to explore Notre Dame’s campus, as well as open bench time on two of the university’s three Paul Fritts organs (Opus 24 of 2004, a two-manual, thirty-four-stop instrument in the DeBartolo Performing Arts Center, and Opus 37 of 2016, a four-manual, seventy-stop instrument in the Basilica of the Sacred Heart).

Following dinner, participants returned to the Basilica of the Sacred Heart for an organ concert given by Craig J. Cramer. Repertoire included Toccata in D minor, BuxWV 155, by Dieterich Buxtehude; Partita sopre diverse: Sei gegrüßet Jesu gütig, BWV 768, by Johann Sebastian Bach; Batalha de 6. Tom by Anonymous (seventeenth century); three Noëls by Jean-François Dandrieu; and Le Mystère de Noël by August Fauchard.

Craig Cramer is professor of organ at the University of Notre Dame. He received the Doctor of Musical Arts degree and the Performer’s Certificate from the University of Rochester’s Eastman School of Music. The concert was given in memory of Gail L. Walton, director of music and organist emeritus of the Basilica of the Sacred Heart and initiator of the Basilica organ project.

 

Thursday, January 11

Conference participants gathered for Morning Prayer at the cathedral. Prelude music was performed by Chris Stroh, principal organist at the Basilica of Saint Mary in Minneapolis, Minnesota. Stroh played the Prelude and Fugue in C Major, BWV 547, by Bach. Thomas Fielding played all service music, as well as Dialogue sur les grands jeux by Louis Clérambault for postlude.

After Morning Prayer, conference participants returned to the hotel for an update from the United States Conference of Catholic Bishops (USCCB) given by Reverend Andrew V. Menke, executive director of the USCCB Secretariat for Divine Worship. Fr. Menke described the work of the Secretariat, which includes primarily the preparation of liturgical books and the review of publications containing excerpts from liturgical books. He also elaborated on current projects, namely an updated Rite of Exorcism, excerpts of the Roman Missal (also referred to as the Book of the Chair, as it contains collects and Mass texts not prayed from the altar), the nearly completed edition of a Spanish-language Roman Missal for the United States, a new translation of the Rite of Dedication of a Church and an Altar, a new translation of the Rite of Blessing and Consecration of the Oils and Chrism, a Formulary for Saint Kateri Tekakwitha, a Spanish-language Book of Blessings, a new translation of the Rite of Baptism of Children (with an option for celebration during Mass), the new translation of the Liturgy of the Hours, a review of hymnody from the International Committee for English in the Liturgy (ICEL), a new translation of the Order of Christian Initiation of Adults (OCIA), and a new translation of the Rites of Ordination.

The morning sessions continued with the second business meeting, during which nominations to the steering committee were submitted for the upcoming election.

After lunch, Marc Cerisier delivered a presentation, “Technology for the Modern Cathedral Musician.” He highlighted the value of consistent music engraving and attractive service leaflets as visual aids to liturgical prayer. Cerisier then discussed types of software available for desktop publishing and music notation, and he demonstrated ways to prepare scores for display on tablet screens, as well as MIDI functionality for capturing organ registrations, recording, and playback.

Following the presentation, conference participants enjoyed free time to explore Kalamazoo and later gathered at Saint Augustine Cathedral for Mass. Most Reverend Paul J. Bradley, Bishop of Kalamazoo, was the celebrant and homilist. Choral music was provided by the Cathedral Choir, and repertoire included Kyrie from Missa L’hora passa by Lodovico da Viadana; Soul of Christ by Lance A. Massey (director of music at Saint Augustine Cathedral from 1984 to 1988); and Cantate Domino by Giuseppe Pitoni. Thomas Fielding played all the service music, as well as Prelude and Fugue in E-flat Major, BWV 552, by Bach, for the prelude; and Sonata Eroïca, opus 94, by Joseph Jongen, for the postlude.

After Mass, conference participants enjoyed an elegant closing banquet at which time appreciation was extended to Thomas Fielding, Francis Zajac, the Cathedral’s administrative staff, sponsors, and the CRCCM steering committee for organizing such a successful and enjoyable gathering.

The 2019 meeting of the CRCCM will take place in Seattle, Washington, in conjunction with the Cathedral Ministries Conference. It will be hosted by Saint James Cathedral.

Noel Morse Beck

Noel Morse Beck has spent many years serving as organist and director of children, youth, and adult choirs in Presbyterian, Methodist, and Episcopal churches in the Muscle Shoals area of northwest Alabama. Through this experience, she has learned the inspiration and practical value of continuing education at events such as the Sacred Music Intensive Workshop, in order to develop and maintain excellence in music programs of small-to-medium size congregations. She had the good fortune of spending a year studying privately with Janette Fishell. Currently, Noel Beck is organist and choir director at Trinity Episcopal Church in Florence, Alabama.

Church musicians representing all regions of the United States, the Bahamas, and Canada gathered on the campus of Indiana University in Bloomington for this year’s Sacred Music Intensive Workshop, June 5–9. There were more than 40 participants; the number was limited by design, so that each could receive personal attention, and all could develop camaraderie through learning and sharing ideas in both planned and informal settings. Some attendees had participated in prior years’ workshops; others experienced this inspiring and delightful event for the first time. All were attracted by the opportunity to study with the outstanding organ and choral faculty of the Jacobs School of Music.

This annual event was created by Janette Fishell, organ department chair, and Walter Huff, choral arts professor, both seasoned church musicians. Participants were allowed to design their own schedules throughout the week, choosing from lessons and lectures pertaining to organ, choral music, voice, and carillon. 

Experienced organists were given the opportunity to have two or more private lessons with Janette Fishell, Christopher Young, and Marilyn Keiser. Beginning organists studied with doctoral student Yukima Tatsuta. All of these master teachers were most generous with their time, making this feature a very popular part of the week’s activities. Available for practice and lessons were the C. B. Fisk, Inc., organs in Auer Hall and Alumni Hall, as well as numerous organs in the practice rooms of the Music Building. 

There was an outstanding opening concert, presented by the organ faculty. The program included works by Johann Sebastian Bach, William Albright, Dan Locklair, Louis Vierne, Gabriel Pierné, Henri Mulet, Benjamin Britten, Hisaishi/Wasaki, and César Franck. 

For those whose special interest was choral music, there were daily presentations by Walter Huff organized around the central theme: “Are we creating the ideal rehearsal/performance environment for our choristers?” Lecture and discussion sessions covered such topics as getting started rehearsing a new anthem; creating the optimum sound (pitch, tone, vowels); transforming a hymn into an anthem; effective choral warm-ups; implementing the Robert Shaw’s Count-Sing rehearsal technique; preparation of Handel’s Messiah, including the “Hallelujah Chorus.” There were also conducting practicums, a conducting masterclass, and choral reading sessions. Voice classes were offered, taught by IU graduate student Rachel Mikol.

All participants were invited to participate in Huff’s daily two-hour choir rehearsals, culminating in a closing concert on Friday evening. The program included the soaring lines of A Hymn to St. Cecilia, with music by Herbert Howells and text by Ursula Vaughan Williams; Earlene Rentz’s exuberant setting of On Jordan’s Stormy Banks; Stephen Paulus’s intimate The Road Home; a lyrical Jesus Christ, the Apple Tree by K. Lee Scott; Howells’s “Nunc Dimittis” (from the Collegium Regale service); and John Rutter’s Let all mortal flesh keep silence, which begins mysteriously and ends with majestic Alleluias. Participating organists were invited to accompany the anthems and the two congregational hymns. The closing concert also included organ selections performed by several of the week’s attendees, including works by Helmut Walcha, Dan Locklair, Raymond H. Haan, and Jehan Alain. One participant played his own composition. 

The intensive week also included presentations by the organ faculty. Christopher Young offered a lecture/demonstration dealing with styles of registration for the church organist. Janette Fishell, who cleverly titled her presentation “Achilles Heels and All Thumbs? Mastering technical problems and finding musical answers,” invited attendees to bring organ repertoire trouble spots, and demonstrated how to improve technique to solve challenging problems. Marilyn Keiser presented a most useful list of organ repertoire selections appropriate for both service and concert playing. There was also an informative presentation about understanding and maintaining the health of the pipe organ, presented by Patrick Fischer, Jacobs School of Music organ curator. 

Amy Hamburg Mead offered participants the opportunity to learn to play the school carillon. At week’s end, participants gave a charming noonday concert of hymn arrangements and other selections played on the carillon, enjoyed in the open air of the school amphitheater and the surrounding area. 

There were daily sessions on topics such as: Body/Mind/Spirit, focusing on maintaining the musician’s inner physical and spiritual health, including yoga practice, led by Beth Lazarus; and spiritual insights, led by Reverend Andy Cort. 

Lois Fyfe Music, of Nashville, Tennessee, provided an excellent “pop-up shop,” including organ music and resources useful to church musicians. The music shop also conducted a most useful anthem reading session.

The university campus provided great natural and architectural beauty. The city of Bloomington offered delectable eateries—from coffee and sandwich shops only a few steps from the music building, to restaurants and fine dining within a short walking distance, featuring farm-to-table, continental, Mid-Eastern, and Asian menus. Participants had a varied choice of housing: college dormitory, local hotels, and inns.

This was truly an excellent way to spend a week of continuing education. Many of those attending plan to make it an annual event.

Godwin Sadoh

Godwin Sadoh is a Nigerian organist-composer, pianist, choral conductor, African ethnomusicologist, and scholar. He is presently professor of music and LEADS Scholar at the National Universities Commission, Abuja, Nigeria.

The arrival of the Christian faith in Nigeria in the mid-nineteenth century dramatically changed the musical landscape in the West African nation through the exploits of the missionaries from Europe and southern United States, as well as the imperial colonial administration from England. The church teachings, curriculum of the mission schools, and the colonial policies exposed the new Nigerian converts to Western classical music repertoire and musical instruments such as the harmonium, piano, and organ. In this thriving musical culture and environment, Nigerian composers began writing compositions of their own from around 1910. Many of their compositions at this time were fashioned after the European baroque and classical styles. However, from the 1960s, Nigerian composers began experimenting with new techniques in their works, such as atonality and twelve-tone rows. The then young composers, fired up by the new twentieth-century compositional devices they had acquired at schools of music in London and the United States, partially abandoned the tonal system of the preceding era. This essay is specially written to commemorate the eightieth birthday of one of Nigeria’s most prolific organist-composers, Ayo Bankole. 

 

A short biography

Ayo Bankole was born on May 17, 1935, at Jos, in Plateau State of Nigeria. Bankole spent the first five years of his life with his father, the late Theophilus Abiodun Bankole, who was the organist and choirmaster at St. Luke’s Anglican Church, Jos, at the time. His mother was also an active musician. She was a music instructor for several years at Queen’s School, Ede, Osun State, a Federal Government high school. Bankole’s father noticed the gift of music in his son at an early age; hence, in 1941 he moved the young Bankole to live with his grandfather, Akinje George, in Lagos; George was then organist and choirmaster at the First Baptist Church, Lagos. Bankole received his first lessons in piano and harmonium from his grandfather, who introduced him to various types of musical styles, and, from the time the boy was seven, would often ask Bankole to play for his friends, thereby showing off the innate genius of his grandson.

While in Lagos, Bankole’s father encouraged his son to join the renowned Cathedral Church of Christ Choir, Lagos, as a boy soprano and private organ pupil of Thomas Ekundayo Phillips (1884–1969), who was then organist and master of the music at the cathedral. At this time, Ayo Bankole’s father had moved from Jos to Lagos, and was now organist and choirmaster at St. Peter’s Anglican Church, Faji, Lagos, a walking distance from the cathedral church. It is not surprising that his father enrolled the young Bankole at the Cathedral Choir and not at the church where he worked. The Cathedral Church of Christ Choir was a model for all churches in Nigeria, and it was the most prestigious church choir at the time. The Cathedral Choir boys were highly talented children who came from musical, upper-middle-class homes and affluent families that were the cream of the Nigerian high-class society. Ekundayo Phillips was the most advanced and the only professionally trained organist and church musician at the time in Nigeria. The Cathedral Choir was the best environment for a talent such as Ayo Bankole to have the right exposure to nurture and develop his musical gifts.

At the age of ten in 1945, Bankole enrolled at the Baptist Academy, Lagos, which was one of the leading high schools in the state. He became more active as a musician at his high school by becoming the pianist and organist of the school. It was at this school that Bankole began to show interest in choral conducting by organizing small groups to perform at special events. Within the span of five years at the Baptist Academy, Bankole participated in several music competitions and concerts organized by the Nigerian Festival of the Arts. This festival was unique because it was one of the few avenues for budding talents in music to earn national recognition. Most of the professionally trained Nigerian musicians participated in this festival at some point during their formative years.

After graduating from the Baptist Academy, Bankole was appointed as a clerical officer at the Nigerian Broadcasting Corporation in 1954. During this period, he came in contact with notable musicians such as Christopher Oyesiku, who became a colleague and close friend to whom Bankole dedicated several solo songs; Thomas Ekundayo Phillips; Tom Chalmers, the first Director General of the Nigerian Broadcasting Corporation; Arthur Langford; Leslie Perron, Controller of Music at N. B. C.; and Fela Sowande. Bankole had great admiration for Sowande and was able to receive advanced lessons in organ playing from him. Between 1954 and 1957, Bankole was already very active as organist in Lagos churches. For instance, he was assistant organist at the Cathedral Church of Christ, Lagos, under the leadership of Ekundayo Phillips. It was about 1957 that Bankole began composing his first major works, Ya Orule and Nigerian Suite, both for piano solo.

In August 1957, Bankole left Lagos on a Federal Government scholarship to study music at Guildhall School of Music and Drama, London. On his arrival at Guildhall, he was appointed to the position of organist and choirmaster at St. James-the-Less. Bankole remained in this position until his graduation in 1961. At Guildhall, he studied piano, composition, organ, harmony, and counterpoint. Some of his teachers included Alan Brown (organ), Harold Dexter (organ), and Guy Eldridge (composition). During his time at Guildhall School of Music, Bankole was exposed to a variety of musical styles from diverse European epochs. His works from this period show the influence of the various contemporary European composers he was studying at the time. He experimented with twentieth-century compositional devices as exemplified in his Three Yoruba Songs for voice and piano (1959) and the Toccata and Fugue for organ (1960). This period marked the genesis of Bankole’s creative career that was to lead to a very personal style of intercultural composition—the synthesis of Nigerian and Western idioms. The works in this period include Sonata No. 1 (Christmas) for piano; Cantata No. 1 (Baba Se Wa Lomo Rere [Father, Make Us Good Children]) (1959); several part songs for female chorus; Sonata No. 2—The Passion, for piano (1959); and Variations, op. 10, no. 1 (1959), based on a Yoruba Christian tune, Ohun a f’Owo Se (also known as Ise Oluwa).

In spite of the hectic program at Guildhall, Bankole found time to sit for external examinations and obtained a series of professional diplomas and certifications such as Associate of the Royal College of Music (piano), Licentiate of the Trinity College of Music (piano), Licentiate of the Royal Academy of Music (Teacher’s Diploma), Associate of the Royal College of Organists, and Graduate of the Guildhall School of Music and Drama (GGSM). After four years of study at Guildhall School of Music, Bankole proceeded to Clare College, University of Cambridge, London, where he obtained his first degree, the Bachelor of Arts in Music, in 1964. As was the practice at Cambridge, a Bachelor of Arts degree (Cantab) automatically becomes a Master of Arts (Cantab) three years after graduation. On July 15, 1964, while at Cambridge as an organ scholar, Bankole sat for the external examination and obtained the prestigious Fellowship of the Royal College of Organists (FRCO), thus becoming the second and the last Nigerian to receive the British highest diploma in organ playing. Fela Sowande was the first Nigerian and indeed, the first African to earn the FRCO diploma in 1943. During Bankole’s stay in England, he wrote music that he himself could perform. A tremendous amount of music was composed for piano and organ since he was a pianist and organist himself. He also wrote some choral and orchestral works that are technically oriented towards European audiences and performers. The works from this period include Sonata No. 4 (English Winter Birds) for piano, Variations Liturgical (Theme and Nine Variations) for piano, Three Toccatas for organ, Fugal Dance for piano, Organ Symphonia No. 2 for organ, drums, trumpet, and trombone, and a number of choral works such as Art Thou Come (1964), Little Jesus (1964), Canon for Christmas (1964), and Four Yoruba Songs (1964).

After the completion of his bachelor’s degree at Cambridge in 1964, Bankole received a Rockefeller Foundation Fellowship to study ethnomusicology at the University of California, Los Angeles. At UCLA, Bankole’s composition teacher was Roy Travis, who was then America’s foremost composer experimenting with African music resources in his creative works. Bankole developed a keen interest in the music from other cultures. His training at UCLA enabled him to evolve a personal style that was founded on African traditional music principles. He went further by composing intercultural works that use non-African resources, such as his Ethnophony. This work is a summation of Bankole’s experience in ethnomusicology and an archetype of the conjoining of creative principles with ethnomusicological procedures.

Ayo Bankole returned to Nigeria in 1966 and was appointed to the position of Senior Producer in Music at the Nigerian Broadcasting Corporation (now Federal Radio Corporation of Nigeria), Lagos. He remained in this position until 1969, when he accepted the position of lecturer in music at the Department of Music, University of Lagos, where he continued his research into Nigerian indigenous music. While at the University of Lagos (UNILAG), Bankole pioneered what would later become a common trend among Nigerian professional musicians, that is, the art of embracing all arms of music discipline. Consequently, at UNILAG, Bankole was a music educator, composer, performer, and ethnomusicologist. He was constantly involved in training and encouraged budding serious musicians by giving them private lessons in singing and piano playing. It was also during this time that Bankole intensified his interest in organizing and training independent choral groups. He wrote extensively for these groups and also exposed them to European classical music. Prominent among the choral groups he founded were the Choir of Angels, comprising students from three major high schools in Lagos (Reagan Memorial, Lagos Anglican Girls Grammar School, and the Methodist Girls High School); the Lagos University Musical Society; the Nigerian National Musico-Cultural Society; and the Chapel of the Healing Cross Choir, all situated in Lagos. 

Although Bankole contributed immensely to the development of modern music in Nigeria, he was not able to live long enough to witness and reap the fruit of his labor. In the early hours of November 6, 1976, at the tender age of forty-one, Ayo Bankole and his wife, Toro Bankole, were both brutally murdered by his half brother while sleeping in their own home. Although Bankole is no longer alive, he is still greatly admired by Nigerian musicians for his outstanding contributions to the study of modern Nigerian music as a composer, music educator, ethnomusicologist, organist, pianist, and choral conductor. Bankole was an extremely gifted man who was not able to develop his gifts to full potential.

Wherever modern Nigerian art music is mentioned, verbally or in writing, the name of Ayo Bankole always stands out prominently. Scholarly articles, theses, and books have been written and published about him. His compositions are neatly catalogued in several archival centers around the world, including Iwalewa-Haus, University of Bayreuth, Germany; Center for Intercultural Music Arts (CIMA), London; and the Center for Black Music Research, Chicago, Illinois. To immortalize his name at home in Nigeria, his son, Ayo Bankole, Jr., built a world-class arena in his honor, the Ayo Bankole Music Center for Arts and Cultural Expression (ABC), in Lagos. The center was established primarily as an arts center with the aim of promoting music in particular and the arts in general and to be a vehicle for influencing youths and society positively. The ABC accordingly aims to promote the various aspects of musical endeavor that the late Ayo Bankole excelled in during his lifetime. It is a multi-purpose hall with the necessary infrastructure to make it suitable for a range of performances, workshops, and exhibitions. The ABC runs a mid-week jazz event on Wednesdays. Every Friday the ABC stages a cabaret gig that involves singing different genres of music. Tuesdays, Thursdays, and Saturdays are karaoke days. The last Sunday of each month, the ABC hosts a concert termed “Jazz and Old School with Ayo Bankole and Friends,” where several bands and solo acts (singers, comedians, etc.) are featured. The ABC intends in the near future to introduce a highlife night and also a monthly dramatic production.

 

Three Toccatas

We cannot close an essay about this organist-composer without discussing one of his most mature works for the King of all Western instruments. The Three Toccatas for organ were composed between 1962 and 1964 while Bankole was at the University of Cambridge—a period that marked the second phase of his experimental stage, with works influenced by early twentieth-century compositional procedures as exemplified in these toccatas. These three pieces are infused with various twentieth-century devices that the composer was exposed to while studying in England. It is quite apparent that he was writing these pieces particularly for European virtuoso organists and audiences, but definitely not for African performers. In the 1960s, the only Nigerian organist who would have been able to tackle Bankole’s toccatas was Fela Sowande. Incidentally, Sowande had already immigrated to the United States by the late 1960s, and he was more focused on research, teaching, and musicology at this stage of his career. To date, the author is aware of only two American organists—the late Eugene Wilson Hancock (1929–1994) and Mickey Thomas Terry—who have played through or performed Toccata III in the United States. In fact, Hancock recorded Toccata III on a special audio cassette, captioned A Sampling of Organ Music by Black Composers, produced by the Committee on Educational Resources of the American Guild of Organists in 1992. 

Toccata I is a tonal work in G major and is in three-part form. The first section (measures 1–26) is characterized by fast-moving eighth notes in the right hand, while the left hand and pedal supply the harmonic framework. (See Example 1.) The piece is based on a theme by Bankole’s father and it is in the right hand of the first section (measures 15–18). The homophonic middle section (measures 27–39) comprises a continuous tremolo highlighting open thirds and fourths in the right hand with chordal accompaniment in the left hand. The final section (measures 39–72) is a restatement of the first section with rapid eighth notes, the theme harmonized in the right hand, and pedal ostinato. The piece is generally characterized by chromatic passages, ostinato on the manual and pedal, repetition, and bitonality. 

The second toccata is not as exciting as the first. It is more pianistic and may work better on piano than on organ. (See Example 2.) The most prominent pianistic features in the piece are the excessive use of Alberti bass and arpeggios that pervade the entire piece on the manuals. The second toccata is also based on an original theme by Bankole’s father. It is a sectional work in which the first two phrases of the principal theme are in the pedal (measures 2–17). The concluding two phrases of the theme are placed in the left hand on the manual (measures 32–35). Following this is a brief section in which the composer plays with the third phrase of the theme in both the right hand and the left hand (measures 40–53). A fairly long homophonic section (measures 54–86) on the manuals precedes the final section (measures 87–105), where the pedal returns triumphantly playing a tuneful, mostly pentatonic melody. The piece closes with this melody in the pedal and polytonal chords on the manuals. 

Toccata III is slightly longer than the second. It is interesting to note the increase in length among these three pieces: Toccata I is 72 measures long, Toccata II is 105 measures, and Toccata III is 135 measures. Bankole elongates each toccata by about thirty measures as he writes them. Toccata III is the only one conceived in pure atonality even though it closes with a B chord in the last two measures. Structurally, it is in three-part form with a short fanfare and Adagio as introduction (measures 1–18). The first A section is atonal but closes with a fairly long chromatic chord passage (measures 19–48). The middle B section (measures 49–112) is characterized by frequent meter changes that eventually culminate in rapidly moving arpeggios and scale passages (measures 99–110). The piece finally finds repose with the return of the opening A section from measures 116 to 135. It closes with a bravura section of massive chromatic chords in the manuals (see Example 3). Other interesting features in Toccata I–III are the pedal points and the ostinato patterns.

 

Conclusion

Ayo Bankole’s musical odyssey exemplifies typical experiences of modern Nigerian-trained musicians defined by three cultural phenomena: Nigerian/African, European, and American. His musical language and style are vividly influenced by the incorporation of resources from the triune cultures, a co-existence of the old and the new in one pot. Bankole’s religious background and convictions in the Christian faith significantly influenced his creative output. Many of his instrumental and vocal compositions are sacred. 

As a prolific composer, Ayo Bankole contributed extensively to modern art music in Nigeria through his vocal and instrumental works. He represents the forerunners of avant-garde composition in the country through the use of diverse twentieth-century tonal schemes and creative techniques. Bankole is also well respected among Nigerian musicologists as a scholar for his research and documentation of Nigerian music. Even though he departed this world almost four decades ago, his music lives on after his death as a doyen of modern Nigerian art music.

 

Ayo Bankole’s compositions

Most of Bankole’s works are unpublished, since in his day, there was not a single publishing firm in Nigeria to put his works into print, and black composers had serious problems at that time publishing their compositions in Europe and the United States. (Most of the works of other composers of Bankole’s generation—such as Akin Euba, Samuel Akpabot, Lazarus Ekwueme, Meki Nzewi, and Joshua Uzoigwe—are also unpublished.)

All works listed here are unpublished except as noted.

 

Organ Works

Organ Symphonia Nos. 1 and 2, for organ, drums, trumpet, and trombone (1961–64)

Fantasia for organ (1961–64) 

Three Toccatas for organ (1962–64) 

Fugue for organ (1967) 

Toccata and Fugue for Organ (Ile-Ife: University of Ife Press, 1978)

 

Solo Art Songs

The Lord is My Shepherd, for female voice and organ (1959) 

Ten Yoruba Songs, for voice and piano (1959–66) 

Adura fun Alafia (Prayer for Peace), for voice and piano (1969) 

Three Songs for Diana, for voice and piano (1971–72) 

Three Yoruba Songs for Baritone and Piano (Ile-Ife: University of Ife Press, 1977).

 

Christmas Works

Kristi, Ma Wole (Christ, We Greet You), for voice and piano (1958) 

Christmas Comes But Once a Year (1959)

Ni Owuro Ojo Keresimesi (Christmas Day) for voice and piano (1959) 

Keresimesi Odun De (Christmas is Here), for voice and piano (1960)

And Art Thou Come, for voice and piano (1964) 

Little Jesus, Gentle Jesus, for voice and piano (1964) 

Canon for Christmas, Eyo, Eyo, Odun De O (Rejoice, Rejoice, Christmas is Here), for chorus and piano (1964) 

Salzburg Carol, for eight-part chorus and piano (1964) 

 

Choral Works

Cantata No. 1 in Yoruba, Baba Se Wa l’Omo Rere (Father Make Us Good Children), for female chorus and chamber orchestra (1958) 

Requiem, for chorus and organ (1961) 

The Children of the Sun (1961) 

Choral Fugue (1962) 

Cantata No. 3 in Yoruba, Jona, for soprano solo, speaker in English, drum, piano, tambura, and orchestra
(1964) 

Eru O B’Omo Aje (A Child of a Witch is Fearless) 1964 

Be Prepared, for female chorus (Girl Guide’s Jubilee Song), 1966 

Ore-Ofe Jesu Kristi (The Grace of Jesus Christ), for unaccompanied chorus (1967)

Salve Christe (1968)

Opera: Night of Miracles, for chorus, soloists, and orchestra, including Nigerian traditional instruments (1969)

Cantata: Ona Ara, for full chorus, soloists, organ, and Yoruba musical instruments (1970) 

Fun Mi N’Ibeji Part I and II, for unaccompanied chorus (1970) 

Death Be No More: A Dramatic Cantata on a Poem by Cosmo Pieterse, for soprano soloist, chorus, and ethnophonic instruments (1972) 

Love Everlasting (1972) 

Mighty Africa Games (1973) 

Cantata No. 4: FESTAC, for soloists, chorus and orchestra of Western and traditional Nigerian instruments (1974) 

Lullaby (1966)

God Rest You Merry (1966) 

Angels from the Realms (1966) 

Keresimesi Tun Ma De O (Christmas Is Here Again), for chorus and piano (1968) 

Christus Natus, for chorus and piano (1968) 

Grand Little One (Words by Meki Nzewi) 

Three-Part Songs for Female Choir (Ile-Ife: University of Ife Press, 1975)

Gbogbo Aiye, Eyo, E Ho (Let All the World, Rejoice and Shout) 

 

References

Alaja-Browne, Afolabi. “Ayo Bankole: His Life and Work.” M.A. thesis, University of Pittsburgh, 1981, pp. 15–28.

__________. “A History of Intercultural Music in Nigeria.” In Intercultural Music vol. 1, eds. Cynthia Tse Kimberlin and Akin Euba. Bayreuth African Studies Series, No. 29, 1995.

Floyd, Jr., Samuel. International Dictionary of Black Composers. Chicago, Fitzroy Dearborn Publishers, 1999.

Nketia, Kwabena. “Developing Contemporary Idioms Out of Traditional Music.” Studia Musicologica Hungaricae 24 (1982): 81–96.

Omibiyi-Obidike, Mosunmola. “The Process of Education and the Search for Identity in Contemporary African Music.” In African Musicology: Current Trends, vol. 2, eds. Jacqueline Codgell DjeDje and William Carter. Atlanta, GA: Crossroads Press, 1989.

Sadoh, Godwin. “A Profile of Nigerian Organist-Composers.” The Diapason Vol. 94, No. 8 (August 2003): 20–23.

__________. “Hybrid Composition: An Introduction to the Age of Atonality in Nigeria.” The Diapason Vol. 97, No. 11 (November 2006): 22–25.

__________. “Twentieth Century Nigerian Composers.” Choral Journal 47, No. 10 (April 2007): 33–39.

__________. Intercultural Dimensions in Ayo Bankole’s Music. New York: iUniverse, 2007.

__________. “Ayo Bankole’s FESTAC Cantata: A Paradigm for Intercultural Composition.” The Diapason, Vol. 102, No. 7 (July 2011): 25–27.

Southern, Eileen. Biographical Dictionary of Afro-American and African Musicians. London: Greenwood Press, 1982.

Uzoigwe, Joshua. “Nigerian Composers and Their Works.” Daily Times, August 25 and September 1, 1990.

 

Other articles of interest:

 

A history of organs of the Cathedral Church of Christ, Lagos, Nigeria

 

The centennial of the Cathedral Church of Christ Choir, Lagos, Nigeria

 

Ayo Bankole

 

Douglas Reed

Robert Clark taught at the University of Michigan from 1964 to 1981, and at Arizona State University, Tempe, from 1981 until his retirement in 1998. One of his most noted achievements as a performer was his recording, Bach at Naumburg, on the newly restored organ built by Zacharias Hildebrandt in 1747, an organ tested and approved by J. S. Bach and Gottfried Silbermann.  

In the United States Clark served as a consultant to many churches, and was directly responsible for the building of the first two modern mechanical action organs in Arizona: Victory Lutheran Church in Mesa and Pinnacle Presbyterian Church in Scottsdale. He was also advisor for the Richards & Fowkes organ at Westminster Presbyterian Church, Knoxville, Tennessee.

Clark has served on many juries for organ competitions, including St. Albans and the Grand Prix de Chartres. In 1992, he received a plaque from the Central Arizona Chapter of the American Guild of Organists, inscribed “Master Teacher.” Clark recently moved from Cincinnati, Ohio, to Houston, where his daughter, Barbara, will continue her career as a teacher of voice at Rice University beginning in fall 2013.

On May 19 and 20, 2012, the author spoke with Professor Clark at his home in Cincinnati.

Douglas Reed: Thank you for this opportunity to talk. Please tell about some of your early musical experiences that shaped you as a musician.

Robert Clark: It began in kindergarten. In the classroom there was a mockup of a pipe organ that fascinated me. I spent the entire playtime pretending I was an organist. When I was about six years old, I went behind the stage where things were going on at church [First Methodist Church, Fremont, Nebraska] and saw for the first time a Universal Air Chest of an Austin organ. I pushed the flap that opens the door, and, of course, I noticed a great change in pressure. I was totally fascinated.  

 

You’ve mentioned motion or movement training in school.

Yes. The term was not used, but it was pure Dalcroze eurhythmics involving step-bend, step-step-bend, making phrases with your arms, going in circular motion and in advanced cases, walking two steps against three bounces of the ball or vice versa. Dalcroze eurhythmics was part of my training as early as fourth grade, as was moveable-Do solfège. My claim to fame was being able to hear and sing descending major sixth and ascending minor third intervals.

It was a very unusual public school system in Kansas City. I don’t know whether the name Mabelle Glenn means anything to you, but she edited several volumes of Art Songs for School and Studio. In the 1930s, she conducted the Bach St. Matthew Passion at Grace and Holy Trinity Cathedral in Kansas City. During her long career, she was renowned in music education and, surprisingly, convinced the administration to include music in the daily curriculum of the grade schools in Kansas City.

 

What other things influenced you as a youngster? Did you study piano?

Oh, yes. From the fourth grade until I finished high school, my teacher was Margaret Dietrich, who had been a pupil of Josef Lhévinne at Juilliard. Much of the elegance and detail in his playing was transmitted from her to her students. Believe me, she was a strong personality and pushed me very hard at a time when I was quite lazy.

Miss Dietrich would probably be 105 years old now, although I did see her when she was in her nineties after she and her husband had moved to Flagstaff, Arizona. It was very good to see her again. She even told me I could call her Margaret! 

 

Did you study the organ during that time?

Yes, much to my piano teacher’s dissatisfaction (laughter), I did take organ lessons. My first piece was Song of the Basket Weaver, one of the St. Lawrence Sketches by Alexander Russell. I had my first church job when I was 14, playing a two-manual and pedal Estey reed organ. That’s when I became fascinated with playing the famous Toccata by Widor.  

 

Then you majored in organ in college. What led to that?

That’s what I wanted to do! I went to a small school, Central Methodist College, in Fayette, Missouri, and from there to Union Theological Seminary, where I did my graduate study in the School of Sacred Music. Orpha Ochse was one of my teachers at Central. I alternated organ lessons between Orpha and Luther Spayde, who was a strict Dupré advocate. Orpha suggested many subtleties not otherwise available. She was also my first-year theory teacher. 

 

Did you study with N. Louise Wright and Opal Hayes at Central Methodist College?

I certainly did. Miss Wright was one of those very colorful, flamboyant people who made you think you were better than you were. Miss Hayes taught Bach and technique, and Miss Wright taught interpretation.

 

Then you went from Central to New York City?

I did. My first teacher was Clarence Dickinson. I was much too immature and opinionated to understand his breadth of knowledge and approach to teaching. He knew the tradition of Widor and other European masters of his era. Lessons were at Brick Presbyterian Church in New York City, where there was an E. M. Skinner organ, recently replaced.

That was 1953. Interestingly, I went to the other extreme with Ernest White, who was known for playing as if the keys were hot! He did not force his theories upon me and respected my individuality. I played a debut recital in his studio at St. Mary the Virgin, and that’s probably the only recital I played from memory without dropping a single note.

 

Ernest White had a series of studio organs, right? 

Yes, this was the largest. It was up on the second floor of St. Mary the Virgin. It was quite the thing; it was very controversial and very well should have been!

 

Tell us about other experiences that you had in New York.

While a student at Union Seminary, I had many meaningful experiences. For example, I heard the New York debut of Jeanne Demessieux at Central Presbyterian Church, the “Carnegie Hall” for organists in those days. Quite a number of us went to hear Demessieux, and we all fell in love with her. She played with very high spike heels, the type that would pull up a grate from the sidewalk! Her pedal technique was built around that. I heard her play her repeated-note etude for the pedals—with the spike heels. Indeed!

 

One time, you mentioned the Langlais Suite Médiévale in association with your time in New York.

Yes. I was possibly the first student organist to play that work in the United States. Messiaen was even more controversial. The first piece I learned was the Apparition de l’église éternelle. I wrote my master’s thesis on Messiaen and also translated his Technique de mon langage musical before the “official” translation became available.

  

Let’s talk more about your teachers. You’ve mentioned studying with Gustav Leonhardt.

I knew him when he was not yet 30, on his first trip to the United States. He taught a course on performance practice at a Union Seminary summer session. I had a few lessons on an organ that he disliked and some harpsichord instruction. All of a sudden it wasn’t a case of limiting but of greatly enhancing the possibilities of what a performer could do. He had an incredible stash of information about early sources. Being typically Dutch, he could speak four different languages. So in the class he would read something off in the original language, and finally it occurred to him that no one could understand what he was saying, so he began translating. 

We had many good experiences, including a chance encounter one Sunday afternoon as I was taking the uptown subway. We ran into each other on the way up to see the famous medieval complex, The Cloisters. We had a very good time doing that. He had a great deal of knowledge about medieval art. I simply admired his whole approach to music making, which was very elaborate.

 

When you say he opened up all kinds of possibilities rather than limiting them, what exactly do you mean? 

He spoke about different ways ornaments could be played, places where you would or would not play notes inégales—all of the options open to the musician. Would you play over-dotted, double-dotted, neither, or something in between?  

I remember a subsequent class he did at the University of Michigan. He spent an entire session on about three measures of music. It was the sarabande from the C-minor French Suite. He talked very much about the expressive nature of this: if we over-hold this, such would happen, but if we don’t overhold, something else will happen. I remember something he told me in the early 1950s and which I strongly believe: dynamics are achieved by variations in touch and articulation and by rhythmic adjustment.   

 

Did Leonhardt perform at that time?

Oh, yes! I heard him perform many times. I heard him perform the one and only time on an electro-pneumatic organ at St. Thomas Church in New York City, and he said, “Never again!” And he didn’t. He commented on what a nice place this would be to have a fine mechanical action organ, and finally Taylor & Boody fulfilled that dream. Leonhardt was also a very fine fortepianist, incidentally.  

 

Are there other teachers or musical experiences you would like to mention?

One of my good experiences was being a fellow judge at the Fort Wayne competition with Arthur Poister. He was very insightful and was usually right in his perceptions of the musical personality and even gender of the competitors. 

 

Let’s talk about Bach. I’m curious about how your perspective on Bach has changed over the years. You mentioned learning with the Dupré edition. What has happened?

We have reached a new level of understanding of articulation in terms of listening. After all, a pure legato or even over-legato are types of articulation, but if one reads treatises like J. J. Quantz’s On Playing the Flute, one learns how wind players rehearsed. It was tonguing that made a difference, and of course listening to string playing makes a difference. Where does one change a bow? These are all deviations from a pure legato. Even a seamless legato is a form of articulation and, in fact, harpsichordists deal with over-legato. 

 

How has the revival of mechanical action influenced your thinking?

It has influenced my thinking entirely. My first European trip came quite late, in 1977. I played many of the great organs in Europe. The organ at Kampen, the Netherlands, was the last organ I heard in Europe before returning to the United States. The next day, I heard a chiffy Positiv Gedeckt on the organ at Hill Auditorium and thought, “This will not do.” So, I found a way of getting to a tracker-action organ even though it wasn’t a very good instrument. Students would have lessons in an unheated church in the winter simply for this experience. And then I took many groups of students and others down to the Ashland Avenue Baptist Church in Toledo, where the important Brombaugh organ, now in Rochester, used to be. We learned a great deal from this opportunity.

What did you learn?

I learned about the sensitive interplay between winding and touch, and realized I could find detail in the music that could not be found any other way. Indeed, the fastest key action is not electro-pneumatic. With a good mechanical action, the response is immediate, providing complete contact with the instrument. Contrary to conventional wisdom, many of the great European instruments are not hard to play. Of course, as the pallets become larger, the action becomes heavier. For example, with a typical basse de trompette, the touch and speech of the lower notes affect timing and interpretation. This is as it should be! It shouldn’t be all the same. I tell my students that the only “perfect” action that does everything consistently is the electronic organ! 

 

And when you’re playing with manuals coupled and a huge sound, you tend to play differently.

Of course. If you listen to my Naumburg recording, the last variation of Sei gegrüsset was played with all three manuals coupled, and it becomes very grand. One plays quite broadly when the action is heavier, whereas the other variations call for a lighter registration and touch. In the partitas, particularly in Sei gegrüsset, there are also many things that relate directly to the playing of string instruments. 

Think of the difference between playing a violin and playing a cello or a gamba. I’m always very happy with students who have played a wind instrument or string instrument or have had experience singing. Anyone wanting to be an organist should learn another instrument. 

 

Can you speak more about singing?

Articulation involves attack as well as release. If you were singing all legato, there would be no consonants, no words. It would be just one stream of sound, which is vocally impossible.

 

You’ve said, “Put a D or a T on that note.”

Yes, but only on a good organ with suspended mechanical action is that possible, because it has to do with the speed of attack and release. I recommend A Guide to Duo and Trio Playing by Jacques van Oortmerssen for comprehensive understanding of early fingerings and their impact on articulation.

 

Let’s talk more about teaching and learning. What are the three most important things to consider when learning and performing a piece?

Traditionally, we say “rhythm, rhythm, and rhythm.”

  

How do you start an organ student? Do you have a teaching method?  

Some of the older teaching methods are outdated. So many deal with absolute silence and space, up and down, no give and take. Music doesn’t work that way. I don’t agree with the idea that we delay learning Bach until we understand historic fingerings. There’s one method that starts with some rather uninteresting music of the Romantic era, but the student is not ready for Bach until he or she knows how to use historic fingerings. Who knows what is “historic” anyway?! Nobody has the same hand. Finger lengths are different. The balance of the hand is different. I think just simple things that are good music are the best way to start: Renaissance pieces, easier Bach, some pieces in the Orgelbüchlein. It is not necessary to delay learning Bach. Early and modern fingering should be included within modern teaching approaches, not as separate entities.

 

In recent decades, there has been a great deal of emphasis on early fingerings.

You may be surprised, but since I came back from Europe, I’ve been almost exclusively into historic fingerings for early music. That doesn’t mean always doing the same thing the same way, but there are times when paired fingerings—3-4-3-4 ascending and 3-2-3-2 descending in the right hand—work on a good sensitive instrument. The trio sonatas include marked articulations that are very much related to wind and string playing. For me, usually the marked articulation determines the fingering anyway. I tend to write slurs rather than numbers in my music.

Do you have any particular memory techniques? You mentioned using solfège.

Yes, I use solfège, but memory, like doing anything else well, simply takes time and practice. I have no gimmicks whatsoever in memorization. It is an extension of the learning process. The ultimate test is to be in a quiet room without scores, and being able to hear every note in a performance the way you want to hear it. And that’s the most secure way to memorize. Without this ability, one tends to rely entirely on a mechanical approach.

 

You have a nice selection of artwork in your apartment. How important is study of the other arts—the visual arts, even film—for a musician?

A good example of Baroque performance practice that few people mention lies in the art of Peter Paul Rubens, whose works are among the finest Baroque paintings. They are full of motion, huge sweeps of the brush, and great detail within those. A good place for any musician to visit would be the Rubens gallery at the Louvre. 

 

Please talk about the sense of motion as it relates to rhythm. Many performances are very speedy and metronomic, but without a sense of movement. 

Well, Duke Ellington once said, “Man, if it don’t got that swing, it ain’t music.” (laughter)

 

You have mentioned the term “lilt.” How does one achieve that?

The harpsichordist Isolde Ahlgrimm had her students learn the steps for the dances used in Bach’s keyboard suites. They would learn the choreography of the allemande, sarabande, the courante, and gigue in their various forms, bourrée, gavotte. This is a very good idea. The more we can see things moving, the better! 

 

What about conducting and singing a line? You’ve recommended the Kirkpatrick edition of Scarlatti sonatas. He recommends walking.

Oh, yes. That’s very good basic reading. It’s an essay on rhythm in the first volume of the Schirmer edition of the Scarlatti Sixty Sonatas edited by Kirkpatrick. That’s very good information. It’s in a question/answer format. Question: “How do I sense the shape of a phrase?” Answer: “By dancing it.” Learn the difference between rhythm and meter: meter is regular; rhythm is essentially irregular. Rubato does exist in Baroque music but not exactly as in Chopin. Kirkpatrick said, “Rhythm is the superimposition of irregularity upon regularity.”

 

Dare we talk about the metronome?

What you should do if you have a metronome is to throw it in the dumpster. It creates arithmetic, not rhythm. 

 

You’ve often mentioned continuo and the value of accompanying, working with other instrumentalists and vocalists. 

Working with other musicians, one discovers many of the subtleties of articulation derived from bowing and tonguing. I learned the hard way not to jump ahead of one’s fellow musicians; you have to listen to the breathing of the musician. I would often jump ahead of the wind instrument player, and I’d be playing before he completed taking a breath! Many organists have this panicky thing: “If I don’t get moving, it’s not going to go!” You must leave space for breathing. Not every instrument is like the organ, where you can have a continuous supply of wind.

 

There has been a great resurgence of interest in improvisation in the American organ world. Can you speak about your views on improvisation and how it relates to performance in general?

In our country we used to have maybe an annual “be nice to improvisation day” and that was the beginning and the end of it. But in France, where the study of improvisation is obligatory, this begins in childhood and continues throughout a musician’s entire career. It’s not a thing acquired quickly or easily.  

Particularly in music before the Romantic era, improvisation was par for the course. But if Liszt and other Romantic virtuosos were to play in a modern-day academic setting, matters would be quite different.

 

These are some fairly major changes from the Dupré method at Central Methodist!

Well, I studied with Dr. Dickinson in 1952. How many years has it been? We’re not doing anything the way we did 60 years ago. Airplanes are not the same. Cars are not the same. The way we dress and the way we think are not the same.  

 

You taught at the University of Michigan for 17 years. Who were some of your closest colleagues at Michigan?

My closest friend in the organ department was Bob Glasgow, who was an inspiration even though we were occasionally different in our approach. Another very dear friend was Ellwood Derr, who was really a historian but taught music theory. He knew an incredible amount about music in general, and you could go to him with almost any question. Another colleague, John Wiley, was very much an expert on Russian music. 

At Arizona State University, Frank Koonce, the classical guitar teacher, and I became good friends. The late Bill Magers, the viola teacher, taught my daughter and was recognized as one of the great viola teachers in the country. There are many other former colleagues including Robert Hamilton, a noted pianist.   

 

You have mentioned Louise Cuyler a number of times.

Yes. There are many stories about her. One time she brought to class a 78 recording of a Beethoven string quartet, which did not meet her standards. She grabbed the shellac record off the turntable, tossed it into the waste basket, and then went apologetically to the library.

 

And what about Eugene Bossart?

Oh, he died recently at the age of 94. He helped so many people. His few detractors were poor musicians, as he demanded only the very best. And 99% of the time, he got it. Yet, he was the kindest person! I remember him calling me once after I had played harpsichord continuo for the St. Matthew Passion. He yelled on the phone, “Hello! Is this Marcel Dupré??” What he really liked was the recitative regarding “The Veil of the Temple.” Yet, he could be super critical and get away with it.

 

Let’s talk about your recordings, particularly your experience at Naumburg.

Jonathan Wearn, the British recording producer, was very particular in recording. After the initial tapes were made, I spent several days with him editing at his home in England. Many of my recordings have some editing, although my Clavierübung III recording has almost none.

 

Had you made any recordings earlier in your career?

No. The Naumburg recording got good notices, I thought, so I went back home to one of my favorite organs, built by Paul Fritts, one that I’d had a voice in designing, and made “Bach on the Fritts.” And then “Bach and Friends on the Fritts.” There are seven recordings in all. I really had wanted to record on the Treutmann organ in Grauhof, but this was not possible because of the illness of my wife. 

 

Speaking of the Fritts—after teaching at Michigan, you moved to Arizona State and taught for 17 more years. It was during this time that you led the creation of the new performance hall and the Fritts organ. Could you speak about
that process?

That was a battle. In the first place, nobody trusted that type of acoustic. It was not designed for piano recitals. The harpsichordists usually like it, but everybody was concerned, “We’ve got to deaden that some way or the other!” I don’t know how many suggestions were offered. We finally made sort of a dual system where drapes could be drawn manually, and I used that very often in teaching when the room was empty.  

 

What led you to start that project? Was there no good concert hall or teaching instrument at Arizona State?

All we had was an Aeolian-Skinner in Gammage Auditorium. It was one of the late, very thinly voiced Aeolian-Skinners. But since the scalings were surprisingly large, it was revoiced and opened up quite a bit by Manuel Rosales. There was no substantial tracker organ available, except for a few old ones that were quite good up in the northern part of Arizona. There is now a second Fritts in Tucson.

During our first year of recitals, we had overflow audiences. Performances had to be played twice every Sunday, one at 2 pm and the other at 5 pm. There was great appeal among the musical public!

 

Can you give some background on the Orgelbüchlein edition that you and John David Peterson prepared?

I visited the Stadtsbibliothek in East Berlin, and the librarian there was very American-friendly. In fact, he had travelled in the United States. I was allowed to pick up the original manuscript of the St. Matthew Passion. It was like touching the Holy Grail! Luckily, the librarian mailed me a microfilm of the Orgelbüchlein. I shared it with John, who was working on the same project. I might say that the Orgelbüchlein that we prepared goes back to 1984, and it is an edition that needs to be revised—not a great deal, though, because we were dealing with the autograph, and there are simply variants of the autograph that need to be acknowledged.

 

Were the Stasi after you in East Germany?

Oh, yes! They were after any American. It was the typical situation where one saw a face in public and then two days later that same face appeared again. One time I was trapped inside the Wenzelskirche in Naumburg because I didn’t know how to work the key, and a man came, speaking perfect English, to explain how to turn the key. As a matter of fact, the tower of that church is the highest point in the town, and the chief spy looked out from there. She knew everything that went on in that city, including my presence!

After the big change I went to what’s called the Runde Ecke. This museum showed many of  their methods of interrogation, uniforms, and obscene paintings. Every phone in the country was wired. 

 

What were some of the musical experiences you had in East Germany?

I had wanted to go to Stralsund to hear the organ there. The organist was Dietrich Prost, and we hit it off very well. His English was probably as deficient as my German, but we understood each other; we got to the organ and without saying a word we agreed that there was something important there. And he said, “You play like a German!” “Du bist Deutsch!” We had coffee and cake. Many of the musicians in local churches were eager to meet with Americans. Often we went for conversation, coffee, and cake. I remember being in one of the towns near the border and the local organist was complaining, “Here we are only a few kilometers from West Germany, and we cannot see our closest friends and relatives!”

 

Did you play any of the Silbermann organs?

I think I played every one in existence except one that wasn’t playing. In Crostau, they said, “The organist is sick, and the organ is sick.” Strangely enough, one of the finest Silbermanns is the least known, in Pfaffrode. There is some speculation that it might have been the original Rückpositiv for the organ in Freiberg.

 

What about Hildebrandt organs?  You mentioned Naumburg. 

Oh, yes. That was before the restoration and there was enough there that I could get an idea of what the original was like. Of course, the organ had been provided with electric action in the early 1930s, but there were enough original pipes left that I got a pretty good idea of the sound. Another colleague, Thomas Harmon, did quite a bit of research on that. The restoration didn’t take place until after the reunification of Germany. Christian Mahrenholz was one of the leaders in promoting the restoration as early as the 1930s.

 

Did you go to Dresden on that trip?

I went to the Katholische Hofkirche, now Holy Trinity Cathedral. We were told by the tourist guides, “Don’t go in there. Nobody’s there.” But we went in, and we met the organist, Dietrich Wagner, who had lived through the infamous fire in Dresden and told us all about that. He was very friendly and made suggestions on my playing—that I deal with the acoustic because I was playing too legato. I sent him some editions of things not available in East Germany. So, that
was good.

 

We’ve been talking about all kinds of professional stuff. Would you like to talk about your family and their part in your life?

I have four children and three grandchildren. My son, Robert, lives in Los Angeles and does technical work with pathologists. My daughter Susan lives in Oxford, Michigan. She is Mrs. Music through the entire area and manages the Rochester Michigan Symphony Orchestra. She’s a fine cellist and plays the piano. She sings and teaches maybe twenty or
thirty students.

The twin of my son is Jill, who is very focused and controlled with everything she does. At the beginning of her career in New York, she won a grant from the Bosch Foundation. Then her husband was moved back to Deutsche Telekom in Germany, and she now works in an executive role in the famous tower in Bonn.

 

What about Barbara?

I could write a book about her. She’s a singer, very gifted and very devoted to teaching at the Cincinnati Conservatory. I wish she would perform more, because she is at the prime of her career vocally. She knows how to communicate a song in an ever-positive stage presence. That would include eye contact, gesture, and movement.   

 

And your wife, Evelyn?

Evelyn was a singer. She studied at Westminster Choir College and was a good organist in her own right and also had a beautiful soprano voice. She was busy raising the children, but made a point of keeping a voice studio for many years. 

 

What do you think of the combination of organ and piano?

We performed William Albright’s Stipendium peccati for piano, organ, and percussion.

 

Did you participate in one of the Seven Deadly Sins before that?

The preface of the score encourages all the performers to experience each of the seven deadly sins—but not necessarily together. So, we imagined walking out on stage pretending to be angry, hamming it up, growling at each other, shaking fists, and that sort of thing. We had a lot of fun imagining that, and then we settled down and went out to perform. I also did a work for organ and brass conducted by William Revelli, the only person I know who used the moveable-Do system as I do. 

 

That was in Hill Auditorium?

Yes. John David Peterson was at the piano, and Bill Moersh, a graduate of the Berklee School in Boston, was
the percussionist. 

 

You’ve often mentioned Catharine Crozier. 

The first time I heard her, I think I was 14 years old, and I was so moved by that. She played the Roger-Ducasse Pastorale. But I could not figure out what she did with the Brahms
Schmücke dich, because it was not what was on the page, and of course, she played the chorale tune in the pedal. I revered Catharine. She was a perfectionist and had incredibly high standards. Some of her interpretive ideas might be out of fashion today, but I love every inch of ground she walked on!

 

Are there other fine performers you admire?

Any of the fine violinists—Zino Francescatti, Itzhak Perlman, Isaac Stern. Rachel Podger and Andrew Manze, both fine Baroque violinists. Pablo Casals. Fine pianists of any stripe. I like to hear good musicians of any type. I like to hear good oboe players and good flute players. And of course, singers!

 

Finally, please give your perspective on the current state of the organ profession, especially regarding teaching and learning.

David Craighead advised even his most gifted students to be able to do something else if necessary. Considering the realities of today’s organ world, is this anything but being honest, especially to students who dream about being on the back page of the organ journals?

There are teachers who attempt to transfer their own prejudices to their students. It is our duty to deal with gifted students who are free to ask questions. I can say that some of my best students are ones who disagreed with me or others. In fact, at least two of my students have a background playing the accordion! Sometimes these people can be very annoying or irritating, but they can be brilliant musicians.

Too much teaching is, “Me teach. You do.” Or with some students, it is, “You play. I copy.” The most important thing is to TEACH IMAGINATION!

 

Recordings by Robert Clark

Bach and Friends on the Fritts. Calcante Recordings CAL CD 018.

Bach at Naumburg. Calcante Recordings CAL CD 041.

Orgelbüchlein & More Works by J.S. Bach. Robert Clark & John David Peterson at the Fritts Op. 12 in Organ Hall, Arizona State University, Tempe, Arizona. Calcante Recordings CAL CD 019.

Robert Clark Plays the Brombaugh Organ, Op. 35 at First Presbyterian Church, Springfield, Illinois. ARSIS SACD 405.

Robert Clark Plays Organ Works from the Land of Bach. Calcante Recordings CAL CD 034.

Bach Clavierübung III. Calcante Recordings CAL CD 042.